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South Africa is failing the rights of children to education and health

By: Magnus Killander.

 

Is South Africa regularly denying children their right to access education as well as health care on the grounds either of petty bureaucracy or by a misinterpretation of the country’s laws and international obligations?

The answer is yes.

The country places limitations on children’s access to education and affordable health care. This is particularly true of migrant children. These limitations are, in my view, unconstitutional and in violation of South Africa’s international obligations. For example, South Africa is bound by the International Covenant on Economic, Social and Cultural Rights. In the interpretation of this convention, the United Nations Committee on Economic Social and Cultural Rights has emphasised that:

all children within a state, including those with an undocumented status, have a right to receive education and access to adequate food and affordable health care.

However, South Africa isn’t living up to this promise.

What’s clear is that South Africa’s current school admission policy has a serious effect on the access to basic education of both children who are South African citizens and those who are foreign nationals or stateless.

The challenges for those who are not South African citizens and don’t have the required permits are compounded by section 39 of the Immigration Act 13 of 2002. This states that a “learning institution” may not provide “training or instruction” to an “illegal foreigner”. Principals of schools that enrol a child who is an “illegal foreigner” can be charged and may face penalties.

Children who are not South African citizens often also struggle to access affordable health care through what’s been called “medical xenophobia”.

A recent Constitutional Court ruling gives some hope that the requirements of birth certificates and study permits for children to enrol in school will eventually be relaxed. However, litigation is still ongoing and as with access to affordable health care, there’s often a discrepancy between what the law provides and the actual situation on the ground.

Denial of rights

On 10 December 2018, the Grahamstown High Court gave an order dismissing an urgent application by the Centre for Child Law that 37 children should be admitted to a public school pending final determination of a case instituted by the Centre in 2017, in which the applicants, among others, requested an order that:

no learner may be excluded from a public school on the basis that he or she does not have an identity number, permit or passport.

The 37 children were among the many children whose guardians have not managed to secure the paperwork needed to be allowed to register in a school under the 1998 Admission Policy for Ordinary Public Schools.

On 15 February 2019 the Constitutional Court granted leave of appeal against the High Court order and overturned it, ordering that the children should be admitted and enrolled in school by 1 March. However, this order does not finally decide the issue of requirements for enrolling in school as the case instituted in 2017 is still pending before the High Court.

The right to health care is provided for in article 27 of the Constitution. The National Health Act 61 of 2003 provides for free health care at public facilities for children under six years old, unless a child is covered by private medical insurance.

According to the Uniform Patient Fee Schedule all non-South African citizens – except those with permanent or temporary residence and citizens of the member states of the Southern African Development Community who “enter the (the republic) illegally” – are classified as full-paying patients. Children without the required permits who are over six years old, who lack medical insurance and are not from a Southern African Development Community member state therefore lack access to subsidised health care.

International obligations

The Global Compact for Safe, Orderly and Regular Migration was adopted in December 2018 with South Africa’s support. Among other things, the global compact calls on states to adopt child sensitive migration policies. It also promotes international legal obligations in relation to the rights of the child, and upholds the principle of the best interests of the child at all times.

The principle of the best interest of the child was first set out in an international treaty 30 years ago in the United Nations Convention on the Rights of the Child. It was reiterated in the African Charter on the Rights and Welfare of the Child. South Africa is party to both these treaties. In addition, the South African Constitution provides that:

a child’s best interests are of paramount importance in every matter concerning the child.

A child is defined as anyone below the age of 18.

The right-holder in the bill of rights in the Constitution, is with few exceptions “everyone”. Clearly this includes not only South African citizens but everyone who is in the country. Most rights are not absolute and may be limited under section 36

in terms of law of general application to the extent that the limitation is reasonable and justifiable in an open and democratic society based on human dignity, equality and freedom.

The Immigration Act is a “law of general application”. However, the child’s best interest is “of paramount importance”.

In my view, the rights of children to basic education and affordable health care in South Africa can’t be limited and “everyone” must be read to include every child, irrespective of their immigration status. When it comes to access to health care the situation is even clearer as there are no limitations set out in the country’s laws. The Uniform Patient Fee Schedule should therefore be revised to provide for subsidised health care for all children whose guardians cannot afford medical insurance.

Source of the article: https://theconversation.com/south-africa-is-failing-the-rights-of-children-to-education-and-health-112707

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Hungry, unwashed children fill our schools – how has it come to this?

By: .

 

According to a survey from the headteachers’ union, the Association of School and College Leaders, schools have become “an unofficial fourth emergency service” for the families worst affected by austerity across England and Wales.

A majority of the 400 school leaders surveyed said schools were increasingly forced to help pupils, despite less help from councils, and have had to cut budgets. Schools are helping with food parcels, equipment, shoes and hygiene – nine out of 10 give out clothes, while nearly half do laundry for them. Some are running impromptu food banks or sourcing beds.

How could it not be a source of national shame that there are food banks in any schools in England and Wales? When did it become normal for schools to wash pupils’ clothes? As for anyone wishing to start ranting about parents sitting, smoking, with cans of lager, in front of wide-screen televisions – spare me. Wasn’t it precisely these Tory cartoons of the unemployed and low-income workers that gave austerity measures credibility in the first place? That fake standoff between “striver” and “skiver” (remember that?) pitted people against each other, when, in truth, they had all too much in common.

While it’s just one survey, it’s far from a one-off – schools keep trying to speak up about how much they’re helping pupils. It’s happening on too large a scale for it to be dismissed as straightforward parental failure. Pupils have come to this because they reflect the reduced circumstances of their families – they are merely the school-aged manifestation of peak-impact austerity. Swaths of the population have been crushed to the point where basics (food, clothes, heating, hot water) have become unaffordable. Underresourced schools have been left to cope with the fallout and teachers are only able to teach pupils after they’ve dealt with their basic needs.

This fundamentally undermines what schools are supposed to be – educational establishments. While there has always been an element of social work to teaching, it shouldn’t be so dominant. What should be a place about teaching and learning becomes a barely disguised holding pen, with a bit of ABC thrown in. It wouldn’t just be a relief if these children manage to reach their full potential – it would be a miracle.

While schools go above and beyond for their pupils, why does the buck stop there? Long-term austerity seems to have numbed people into accepting relentless struggle as normality, almost as though it’s all a terrible, inexplicable enchantment in a warped austerity-themed fairytale.

In reality, there’s a context (actual policies, brazen cuts) explaining how it all happened and telling us exactly who is responsible. So, yes, it’s very sad to hear about these children who arrive at school needing food and clothes before they can even think about algebra. It’s also the government’s responsibility to own its mess and do something about it.

The gossip mill continues to churn about the actress Kate Beckinsale, 45, dating the 25-year-old comedian Pete Davidson. And when I say “gossip mill”, I mean, saddos like me, who tragically feel the compulsion to gawp at happy couples, forensically examining photos of them, say, smooching at hockey games, in order to pass ill-informed judgment on their relationship. So, let’s do it.

Considering the sexist “cradle-snatching” fuss, you’d have thought that Davidson was in his teens, not a high-achieving grown man. Although some of us might not want to deal with the “extra admin” that seems to go with a large age difference (“They used to be called Marathon bars, goddammit!”), if others are up for it, then more power to them. While Davidson is punching above his weight, he’d probably admit to “punching” just as hard with his erstwhile fiancee, Ariana Grande, similar in age. Besides, he has already sagely pointed out that the older-male/younger-female celebrity dynamic is practically Hollywood’s 11th commandment.

With age-gap couples such as Beckinsale and Davidson, the focus is always on it being a “terrible shame” that they aren’t similar ages, at the same stage in life. However, who’s to say that they would have got on as well if they had been at the same life-stage? They could have irritated, even disliked, each other. Their differences might have mattered more – there could have been more niggles and clashes – over values, perspectives, anything. It’s quite possible that their age gap is making them not sweat the dreaded “small stuff” and have more fun.

Best of luck to Beckinsale and Davidson, an odd couple who could be living proof that sometimes age differences aren’t the problem, they’re the things that make it work.

Are women too wary of corporate tokenism? The Investment Association, a £7.7tn investor group, has joined the Hampton-Alexander review, a diversity study, to send letters to 66 FTSE 350 firms that have only one female board member. Good. “One and done” syndrome is a joke, when the government target is around 33%.

However, another problem lies with the wider negative perception of female quotas and targets, when even qualified, credible female candidates find themselves dismissed as not getting there entirely on merit. This gives quotas an undeserved bad name, even among women, who worry that their achievements could be dismissed as token. All completely understandable, but still – phooey!

Women worrying about tokenism need to remember that, over the years, structural sexism has given far more men far more opportunities to pursue and exploit unfair advantage. When there’s a rare attempt to redress the balance, the very last thing women should feel is guilty.

I dream of a scenario where a female board member gets some envious threatened male idiots grumbling about tokenism and she just smiles delightedly and says: “I know, great, isn’t it?”

Odds are, she’d still be some way from being as shameless as they’d be, given half the chance.

Source of the article: https://www.theguardian.com/commentisfree/2019/mar/16/hungry-unwashed-children-fill-our-schools

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China plans to offer investment education in schools across country

Asia/ China/ 18.02.2019/ By: Echo Xie/ Source: www.scmp.com.

  • Education ministry and securities regulator agree to include financial knowledge on national curriculum in the future
  • It will be offered in related subjects taught at primary and middle schools, but it won’t be compulsory

 

Chinese children could soon be discussing financial charts and the stock market when their parents ask them what they learned at school.

That’s because the country’s education and securities officials have agreed to introduce investment education in schools across the country, according to state news agency Xinhua.

China Securities Regulatory Commission spokeswoman Gao Li on Friday said the watchdog would work with the education ministry to include the topic on the national curriculum in the future, without saying when it would begin. The aim was to improve investor awareness from an early age.

“The Ministry of Education will work to incorporate securities and futures knowledge in the curriculum to increase financial literacy [among young Chinese] in an innovative way,” Gao said, without elaborating.

Finance and investment knowledge is to be included in related subjects taught at primary and middle schools, though it would not be compulsory. Some schools may also run optional investment and financial management courses, according to the report.

Source of the notice: https://www.scmp.com/news/china/society/article/3002066/china-plans-offer-investment-education-schools-across-country

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Australia: School students left ignorant of Indigenous massacres, history teachers say

Oceania/ Australia/ Source: www.theguardian.com.

Australian history teachers want to cover the history of massacres against Indigenous people during the colonial era but are squeezed for time in an already overcrowded curriculum, educators say.

On Monday, Guardian Australia launched a special report entitled The Killing Times, which details a record of state-sanctioned slaughter including mass shootings, poisonings and families driven off cliffs.

A Macquarie University senior research fellow, Kevin Lowe, said the topic was “scantily” covered in New South Wales and Queensland schools.

“It’s an issue that goes directly to the heart of the inability of the nation to come to terms with a history which they aren’t willing to own,” he told the Guardian.

“You talk to students and say, ‘When was the last massacre in Australia?’ and they are gobsmacked to realise there were massacres in Australia right through the 1920s. People say, ‘Nah, nah, nah, that can’t be true.’”

Lowe, a Gubbi Gubbi man from south-east Queensland, is a former history teacher and curriculum evaluator in NSW and Queensland. “There is the capacity for teachers to teach this stuff,” he said. “What’s missing is the narrative that goes with it.”

The History Teachers Association of Victoria executive officer, Deb Hull, said when it came to coverage of the frontier wars in classrooms, the problem wasn’t the curriculum but limited time.

“History is being squeezed out,” Hull said. “A lot of schools will say, ‘We’re all about Stem’ [Science, technology, engineering, and mathematics].’ Then everybody looks surprised when people don’t know the history of their nation.”

She said it would be possible for the massacres to be mentioned in passing but it depended on individual schools as to how they were covered.

“Teachers really want to teach this well, there’s a real desire to be part of this truth-telling,” she said. “The resistance is not coming from history teachers.”

The former prime minister John Howard railed against students being taught a “black armband view of history”, but Hull said that was inaccurate.

History teachers were rather trying to teach young people to look through a historical lens, examine evidence, weigh up its significance and consider different perspectives.

“You go into it [asking] ‘What can we know and how can we know it?’” she said. “It’s not to make them feel bad or not to make them feel good.

“One of the great dangers is when you want history teachers to teach values. That’s an utterly inappropriate thing for a history teacher to do.”

A Deakin University genocide studies scholar, Donna-Lee Frieze, said in the past 12 years she had observed a lack of prior knowledge among her students at tertiary level.

“The majority of students who come into my unit on the genocide or the Holocaust have complained they have not been taught about the Indigenous massacres or the stolen generations, in particular, during their school years,” Frieze said.

Canada is the star example of a country covering its history of genocide against its indigenous people well, Frieze said.

Sophie Rudolph, from the University of Melbourne’s graduate school of education, said it would be possible to complete 12 years of education without hearing about the massacres.

It was important to consider who was teaching the content in classrooms, she said, and how they were teaching it.

“Is it non-Indigenous people [doing the teaching] and what kind of ethical dilemmas does that raise in terms of whether that content is treated respectfully and in a way that Aboriginal and Torres Strait Islander communities would be happy with?”

Source of the notice: https://www.theguardian.com/australia-news/2019/mar/05/school-students-left-ignorant-of-indigenous-massacres-history-teachers-say

 

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Surge in demand for schools leaves councils struggling to cope

By: Richard Adams. 

Thousands of pupils in England denied place at their preferred secondary school

Councils across England are struggling to keep pace with rising numbers of applications for secondary school, leaving thousands of pupils without a place at any of their preferred schools.

More than 600,000 families across England and Wales were told on Friday which secondary school their children would go to in September – but in many areas there was disappointment, with shrinking proportions receiving their first choice.

According to some estimates, as many as one in four families did not get their first preference in England. Labour blamed the government policies that took the power to create new schools away from local authorities.

The problem appeared most acute in London, the south-east and other big cities such as Bristol and Birmingham, where the twin impacts of the post-2006 baby boom and population inflows have been most keenly felt.

Nick Gibb, the schools minister for England, said: “This government is determined to create more choice for parents when it comes to their children’s education and we have created 825,000 school places since 2010, and are on track to see that number rise to a million by 2020.”

But Angela Rayner, the shadow education secretary, said: “In the years ahead, more and more children will miss out on a secondary school place unless we urgently provide new places across the country. The Tories have made it harder for councils to act on their legal obligation to provide new school places, with an inefficient free schools programme making it harder for them to create new places where they are needed.”

In Greater London, less than two-thirds of children received their first preference of school as the total number of applications rose again. This year 95,300 requests for places were received by the 33 London boroughs, compared with about 80,000 five years ago.

The number of families in London who failed to received a place at any of their named choices rose by 12%, with 7,250 either offered another school or unallocated.

Nickie Aiken, the leader of Westminster council and the London councils’ executive member for schools, said London’s boroughs had provided a preferred place for 92% of applicants. “It is vital that all children in London have access to a high-quality education, and London boroughs are working with their local schools to respond to increased demand across the capital,” she said. “We are also committed to working with central government to continue our good work in addressing school place pressures.”

Lambeth supplanted Hammersmith and Fulham as the hardest borough for parents to obtain their first choice, with just 55% doing so this year. Havering had the highest proportion of first-choice allocations with 77%, while rising demand for places in Newham caused a fall in the percentage of first choices being filled from 70% to 65%.

In the south-east, Essex county council reported a fall in the numbers gaining their first preference – to 84%, down from 88% two years ago. The fall was in spite of three new secondary schools opening in September.

A similar picture was seen in Birmingham, where the increasing number of children moving from primary to secondary school led to the proportion getting their first preference dipping below 70%. The number of those without any of their choices jumped by 40% to more than 850.

In Bristol, nearly 500 of the 5,000 families applying for a secondary school place didn’t receive any of their named choices and were allocated an alternative by the council, while only 72% of applicants received their first preference.

Outside the big cities, many local authorities could boast of first-choice allocations above 90%, including Devon, Cumbria, Somerset and the East Riding of Yorkshire, where the councils reported that 94% of families had received their first preference.

In Cardiff, the proportion receiving their first choice rose to 88%. That figure could rise if some families turn down places at community high schools in favour of faith schools.

Source of the article: https://www.theguardian.com/education/2019/mar/01/surge-in-demand-for-schools-leaves-councils-struggling-to-cope
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La base de données d’outils pédagogiques

Par: www.reseau-idee.be.

Vous êtes enseignant, animateur, formateur… à la recherche de ressources pédagogiques ?

Consultez notre base de données d’outils pédagogiques ! Elle regroupe des centaines d’outils sélectionnés et commentés par l’équipe du Réseau IDée.

Comment se procurer les outils ?

Ces outils ne sont pas diffusés par le Réseau IDée, mais par les diffuseurs indiqués dans chacune des fiches. Ils sont toutefois consultables au centre de documentation du Réseau IDée , sur rendez-vous.

En revanche, des sélections thématiques d’outils sont empruntables via nos malles pédagogiques.

Source de la revue: https://www.reseau-idee.be/outils-pedagogiques/
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Livre: Formation à distance et accessibilité de André-Jacques Deschênes et Martin Maltais

Par: edutice.archives-ouvertes.fr.

La formation à distance subit, tous les 10 ou 15 ans, des pressions de changements face au demandes des populations d’apprenants ou à l’évaluation des outils (les technologies) disponibles pour les atteindre. Ses succès récents, dans plusieurs systèmes d’éducation, ainsi que dans l’évolution du téléapprentissage amènent de nombreux acteurs de l’éducation à envisager d’intégrer ce mode de formation aux pratiques du présentiel. C’est dans ce contexte, où les deux modes de formation convergent dans la bimodalité, que cet ouvrage à été conçu. Celui-ci propose de recadrer les valeurs sociales et les enjeux qui fondent la plupart des systèmes de formation à distance. Il approfondit la notion d’accessibilité et sa relation à l’apprentissage dans la perspective du développement d’établissements bimodaux et de l’extension du téléapprentissage. L’accès à une formation de qualité reste central alors que pointe une nouvelle vague de massification de l’enseignement. Cet enjeu est défendu et présenté tant par des acteurs publics que privés. Il conditionne la façon d’interpréter la demande de formation, comme celle de concevoir et développer son offre ou sa diffusion.

Lien à télécharger: https://edutice.archives-ouvertes.fr/edutice-00078809

Source de la revue: https://edutice.archives-ouvertes.fr/edutice-00078809


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